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The practice of Dentistry in the European Community is regulated by the Council Directives of 1978 which provide for the activities of and training programmes for dental practitioners, and the mutual recognition of qualifications to facilitate the right to freedom of movement and the establishment of dental practices by non-nationals. In this article the author describes the dental health and the dental manpower in Malta and E.C. ; peer-reviewed

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Series Editor Introduction -- 1. Introduction -- References -- PART I: Foundational Issues in Education -- 2. A Brief Critical Historical Analysis of Neoliberalism in Education -- Liberal Promises, Neoliberal Turns -- A Greek Lesson -- Colonialist Whiggery Aside -- History's Contingencies -- Is Reason's Cunning Avoidable? -- Unlearning Liberty -- References -- 3. Revisiting Critical Reflective Practice in Neoliberal Times -- Introduction -- The Recent Genesis of Critical Reflection -- Why Do We Need a Critically Reflective Approach -- What Form Might a Revitalization of Critical Reflection Take? -- Seven Ways to Resist the Slide into Authoritarianism -- What Would a Reworked or "New Start" on Critical Reflection Look Like? -- References -- 4. Neoliberalism as a New Form of Colonialism in Education -- Introduction -- Conceptualizing Neoliberalism and Its Educational Agenda -- Neoliberalism as a New Form of Colonialism in Education -- Thinking through a New Educational Futurity -- Acknowledgements -- References -- PART II: Impact of Neoliberal Education Policy -- 5. Educational Reform and Exclusion in the Age of Neoliberalism -- Introduction -- The Resurgence of Coloniality -- Neoliberal Multiculturalism -- Neoliberal Educational Reform -- STEM Education in, Humanities out -- Towards a Coherent Political Vision -- References -- 6. Unpacking Class and Language Disparities in Neoliberal, Colonized Lands: Linguoelitism and Its Effects on Disenfranchised Haitians -- Introduction -- Rethinking Class and Language Hegemony in Neoliberal and Colonized Countries -- Context -- Field Notes -- What Does Language Have to Do with Class? -- Analysis -- Conclusion -- References -- 7. The Impact of Neoliberal Assessment Practices in Canada -- Introduction

The popular discourse of democratic education is home to numerous myths surrounding our conceptions of what inclusion means in today's schools. Certain beliefs like the idea that offering equal opportunities for participation to all students regardless of individual need, which conflates equality and equity, or that democracy in classrooms involves nothing more than limitless inclusion are upheld as go-to solutions for the inevitable dilemmas for educators committed to inclusion. This paper argues that philosophical clarification of the concept of inclusion is urgently required by teachers, policy makers, and theorists of education committed to both democracy in education and democratic education. Our most urgent concern is related to the inherent attitude toward deficit implied by different understandings of inclusion. This is not necessarily due to the unclarities and ambiguities associated with the concept itself, but rather reflect the calculated and anticipatory way educators tend to approach classroom practice. We argue that with careful philosophical clarification, along with an entirely new stance on the part of teachers regarding their pedagogical practice and a reconceptualized notion of student 'needs', the concept of inclusion can continue to remain not only useful but essential to creating a robust democratic community in the classroom. ; peer-reviewed

ABSTRACT. This paper offers a critical discussion on the issue of educational standards by (i) clarifying issues around the debate on educational standards, (ii) offering a critical examination of the assumptions underlying popular discourse about standards as well as common objections (lack of high standards and lack of common, universal standards), and (iii) offering and arguing for an alternative perspective based on the democratic ideal which takes difference seriously. RÉSUMÉ. Cet article propose une analyse critique de la question des normes pédagogiques i) en clarifiant les questions du débat sur les normes pédagogiques; ii) en se livrant à un examen critique des hypothèses qui sous-tendent le discours populaire sur les normes ainsi que les objections courantes (absence de normes élevées et pénurie de normes universelles communes) et iii) en offrant un autre point de vue axé sur l'idéal démocratique qui prend les différences au sérieux.

As an alternative to either conservative or liberal conceptions of student engagement, this paper provides the groundwork for a conception of studnet engagement that is consistent with critical democratic ideologies of schooling which we refer to as 'critical-democratic engagement'. More specifically, the purpose of this paper is to furter the discussion of critical-democratic engagement by clarifying the meaning of critical engagement, its importance and significance, and its implications for education. The paper proposes a conception of student engagement based on critical-democratic practice that entails the enactment of curriculum of life. ; peer-reviewed

This article investigates the hidden curriculum of Ontario's New Teacher Induction Program (NTIP). The study involved interviews with 47 teacher educators from eight faculties of education. Responses revealed concerns about (a) who chooses the men‐ tors, (b) the probationary status of new teachers, and (c) the evaluation of new teach‐ ers' competence. In the opinion of some teacher educators, the structure of NTIP may discourage new teachers from critiquing the system that employs them thus decreas‐ ing the likelihood of their taking a critical democratic stance in their teaching. These findings have implications for any induction or mentorship program for new teach‐ ers. Key Words: teacher education, mentorship, social justice, critical democratic, Ontario New Teacher Induction ProgramCet article porte sur les objectifs cachés du Programme dʹinsertion professionnelle du nouveau personnel enseignant (PIPNPE) de l'Ontario. Pour cette recherche, les au‐ teurs ont interviewé 47 professeurs de pédagogie dans huit facultés d'éducation. Ces entrevues révèlent des inquiétudes au sujet (a) du mode de sélection des mentors, (b) du statut probatoire du nouveau personnel enseignant, (c) de l'évaluation des compé‐ tences du nouveau personnel enseignant. Selon certains des répondants, la structure du PIPNPE peut dissuader certains nouveaux enseignants de critiquer le système qui les emploie, ce qui diminue les chances qu'ils prennent une orientation démocratique critique dans leur enseignement. Ces observations ont des implications pour tout programme d'insertion professionnelle ou de mentorat s'adressant au nouveau per‐ sonnel enseignant. Mots clés : formation à l'enseignement, mentorat, justice sociale, critique, démocrati‐ que, Programme dʹinsertion professionnelle du nouveau personnel enseignant de l'Ontario.

Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators" perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher induction programming in their schools and school districts, but that they regularly prioritized technical issues like classroom management and pedagogy over systemic issues like equity and social justice. When asked directly about equity, principals spoke about learning styles, special needs and differentiated instruction, but they regularly ignored new teachers" abilities to counter systemic oppression—racism, sexism, and classism. Our findings suggest that without an explicit focus on equity and social justice in provincial policy documents, teacher induction programming runs the risk of reproducing a transmission model of new teacher education.